West Park Academy, located in Darlington, County Durham, is a primary school that has been recognized as a good institution. The school operates under the Shared Vision Learning Trust, with Sam Hirst serving as the principal and Maurice Jones as the chair of the board of trustees. The recent inspection, conducted on March 19 and 20, 2024, reaffirmed the school's status as a good school.
Pupils at West Park Academy exhibit high levels of happiness and engagement in their learning environment. The curriculum is thoughtfully designed to help students understand their identities, backgrounds, and aspirations. Leaders maintain high expectations for all students, resulting in commendable achievements, particularly in reading and phonics. The behavior of pupils is commendable, both in lessons and during social interactions. Instances of bullying are reported to be rare, and students express confidence in the school's leadership to address any issues that may arise.
The staff at West Park Academy are well-acquainted with their pupils, fostering a supportive atmosphere where students can express their concerns during daily emotional check-ins. This proactive approach ensures that any worries are addressed promptly, contributing to a sense of safety among the students. The school offers a variety of enriching experiences, including educational visits that enhance learning, such as trips to an Anglo-Saxon farm and village, which students recall with enthusiasm. Parents and carers have expressed overwhelmingly positive views about the school, particularly praising the support provided to pupils with special educational needs and disabilities.
The curriculum at West Park Academy is ambitious and relevant, incorporating local context into various subjects. For instance, students explore the history and geography of the river Tees, often complemented by field trips that deepen their understanding of their community. Subject leaders are knowledgeable and have carefully structured the curriculum to build knowledge progressively from Reception to Year 6. While assessment practices in core subjects are robust, there is a need for improvement in the frequency of assessments in some foundation subjects to better identify gaps in pupils' knowledge.
Reading is prioritized throughout the school, with phonics instruction beginning in Reception. Staff are well-trained in delivering the phonics program, leading to strong outcomes in reading. Pupils who require additional support are quickly identified and receive targeted assistance. The enthusiasm for reading is evident, as students frequently discuss their favorite books and engage in daily reading activities.
The school excels in supporting pupils with special educational needs, ensuring they achieve well based on their individual starting points. Collaboration with parents and external agencies allows teachers to tailor their lessons effectively. A small number of pupils benefit from an alternative curriculum in the hub provision, which is designed to meet their specific needs, and these students are thriving.
Attendance at West Park Academy is high, supported by effective tracking systems and interventions for those who may be absent more frequently. The school promotes positive behavior through a clear and consistent system, resulting in a calm and orderly environment conducive to learning. The personal development curriculum includes sessions that encourage pupils to engage with current events and develop a broader understanding of the world.
Staff members express pride in their work at West Park Academy, feeling supported by leadership that is mindful of their well-being. The school has adapted its marking policy to reduce workload, and governance is strong, with trustees demonstrating ambition for the school's future. Overall, West Park Academy continues to provide a good quality of education, with effective safeguarding arrangements in place. However, there is a need to enhance assessment practices in foundation subjects to ensure comprehensive tracking of pupil progress.
